I have been using the Guidelines for about three years now and using them in my own teaching practice for nearly as long. At this point, I can guide myself through their moves without much planning, as I did in the first version of this piece. I had been spent a week anxious about how I would design and implement my last major assignment for my students. My ambitions were to have students engage in a self-guided, group research project that integrates literary analysis of a text they identify, engagement with secondary scholarship, multimodal presentation, and polished collaborative writing. And all of that in 6 weeks (minus spring break). I knew if I spent a few hours with the guidelines writing through my anxiety, I would find order and a clear strategy for implementing the project. So, Saturday night, I lay down in a new lover’s bed, got a bit stoned, and wrote my way through the guidelines. I was typing it out on a foreign device–a mini tablet that I had to type with my thumbs–so it’s full of extreme typos. I had to push myself not to worry about it and instead focus on my body. It made the text especially difficult to decipher, but the ideas came helped me figure out my worry and find new answers:

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Here is the multimodal piece I made out of these notes: https://prezi.com/nfqjfdydi0qi/what-do-you-want-to-study/#